6. The role of ICT in open education
① Open content:
Open Educational Resources
② Open practices:
Open & Flexible Learning
③ Open environment:
Online Learning Environments
7. 1.1. Content before computers
Curriculum
School subjects Textbook
Content
Didactic
triangle
Teacher Learner
8. 1.2. Learning objects
The concept of “educational software” did not work (lockdown)
Learning objects: re-usable and searchable digital objects (e.g.
texts, images, video clips) with pedagogical purpose and metadata
(title, type, description, language, target group, difficulty…), separated
from the software
video
image metadata
Information
Objects (assets)
Learning
Pedagogical Object
scenario
Course
9. 1.3. Learning Object Repositories
Problems:
teachers (re)create millions of digital learning resources every
year, few can be found or accessed by other teachers
Quantities go up, quality goes down
Difficult to reuse without adaptation
Solution: online databases for Learning Objects, standardisation
of Learning objects, recommender systems
Examples: www.koolielu.ee, lre.eun.org, scientix.eu, merlot.org
10. 1.4. Legal aspects: intellectual property
Technology makes it easy to steal content
Textbook publishers are protecting their content
Teachers are afraid to share their content
Black & white approach: copyright vs copyleft
In the middle: some rights reserved
Creative Commons license:
BY: attribution
SA: share-alike
NC: non-commercial
ND: no derivates
11. 1.5. Open Educational Resources
Ideological movement: David Wiley, George Siemens, Stephen
Downes, Graham Attwell
Intiatives:
MIT OpenCourseware: ocw.mit.edu
iTunesU: itunes.du.se
Khan Academy: www.khanacademy.org
Wikimedia Commons: commons.wikimedia.org
LeMill.net: authoring tool, repository and teachers’ community
12. 1.6. Content: conclusions
Towards the school of tomorrow, school without
textbooks?
Learning resource as an output of learning
process, not as an input?
13. 2.1. Open & Flexible Learning
1880 Correspondence studies Mail
1920 Distance education Radio
1960 Open Universities
Programmed learning Learning from
Audio & computers
1970 video Computer-Based Learning
tapes Learning with
Computer-Assisted Learning
1980 computers
1990 Tele--learning Video/audio- Learning with
CSCL
conference other people
2000 E-learning Managing online courses
2010 E-learning 2.0 Learning with Social Media
14. 2.2. CSCL: Content is not important
Project-Based Learning: www.espnet.eu
European Schoolnet’s eTwinning:
www.etwinning.net
Simulation games, e.g. ICONS: www.icons.umd.edu
Simulation games in Estonia: math.ut.ee/simud
15. 2.3. Informal learning with ICT
Communities of practice (J.Lave & E.Wenger): situated
learning, learning as cultural immersion to a specific
community, legitimate peripheral participation
(AA, researchers)
Connectivism (G.Siemens): learning is making connections
between nodes (information, data, feelings, images, persons);
learning may reside in non-human appliances
Distributed cognition (E.Hutchins): social distribution, internal-
external distribution, temporal distribution
16. 2.4. Open courses
Wikiversity.org: Wiki-university
MOOC: Massive Open Online Courses, see
change.mooc.ca
Agora courses in Tallinn University: anyone can join
17. 2.5. Outcome-based education
Accreditation of prior learning and experience
Competencies: measurable learning outcomes
Acknowledging informal learning
Revival of apprenticeship learning
Three metaphors of learning:
acquisition, participation, knowledge creation
18. 2.6. Practices: conclusions
Towards convergence of on-distance and on-
campus learning?
Towards convergence of informal and formal
learning?
Balancing learning and knowledge building, learning
in “belief mode” and in “design mode”?
19. 3.1. Digital Learning Environments
The first generation of educational software:
content-driven, vendor-lock, platform-lock
Early online environments: projections of traditional
classroom
Learning Management System (e.g.
Moodle, Fronter, Blackboard, ITSlearning):
effective, hierarchical and closed environment
LMS as panopticon
20. 3.2. Open Learning Environments
3D-worlds: Second Life, OpenSim
E-portfolio: collection of evidences of one’s
competence
PLE: Personal Learning Environment (e.g. blog):
lepress.net/martlaanpere, edufeedr.net
Outdoor Learning Environment: mobile learning
(Environmental Detectives with
GPS, smartphones, RFID, QR)
21. 3.3. Learning Environments: conclusions
Towards digital learning ecosystems?
Highly personal learning environments, but
integrated into various social platforms?
Tablet computers will change everything: from the
architecture of schools to learning
environments, educational practices and resources?
